Middle School Social Worker
Under the direction of the Principal and Assistant Superintendent of Special Services, perform a variety of social service case management functions involved in identifying, assessing, and counseling students and families with attendance problems; develop referral plans; provide intervention as needed; and participate in the development of programs aimed at improving student attendance, achievement, self-esteem, and behavior.
Evaluates and assesses student progress against instructional objectives.
Must having working knowledge of state and federal laws related to Social Work (Section 504).
Coordinates individual and group meetings for students.
Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success.
Facilitates PBIS meetings.
Manages behavioral Tier system (1, 2 and 3).
Designs individual and small group instruction.
Assists in District initiatives (ex. Bullying, Sexual Harassment, etc.)
Serves as liaison between community organization and the school to meet the needs of students.
Teaches social skills lessons within the regular education classroom.
Provides an orientation (expectations) for new students who enroll after the start of the school year.
Articulates Social Work curriculum between and among grade levels.
Maintains appropriate records and follows required procedures and practices.
Communicates and interacts with students, parents, staff and community.
Provides resources for families.
Communicates regularly and assist the classroom teachers in curriculum/instructional modification needs.
Administers formal and informal diagnostic assessment in the area of social/emotional learning.
Works cooperatively with the administration and staff to schedule meetings.
Knowledge of Social Work research, trends and best practices.
Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.
Provides counseling for students and staff.
Prepares and maintains a variety of narrative and statistical reports, including social histories and classroom observations as required for IEP team meetings.
Identify problems contributing to student attendance issues and assist in problem resolution referral and follow-up.
Counsel individual students, parents, and families; provide follow-up case management services to students and families by maintaining regular telephone, email, or personal contact (home visits) with families concerning identified problems.
Conduct crisis counseling within the school setting.
Provide crisis intervention to parents and students in regard’s to suicide threats, drug abuse, pregnancy, truancy, medical problems, community violence, child abuse, death, and other issues and provide follow-up case management services.
Develop, organize, and implement programs to provide an opportunity for students to improve their attendance.
Develop, organize, and participate in in-service training programs; develop and maintain current resource information.
Supervise and evaluate any graduate candidates from school social work programs.
Participate on Student Support Committee and 504 meetings and implementations when appropriate.
Participate in the development, management, and implementation of intervention plans for students as well as manifestation determination for suspension.
Communicate and refer to outside agencies, hospitals, or clinics when appropriate.
Participate in district Child Find activities.
Perform related duties as assigned.
Educator Framework Responsibilities:
Adapted from the Framework for Teaching. Charlotte Danielson.
- The educator plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
- The educator seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
- The educator develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
- The educator is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
- The educator coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
- The educator's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The educator intends to use assessment results to plan for future instruction for students.
- The educator’s interactions with his/her students are friendly and demonstrate general caring and respect.
- The educator will develop a classroom culture that is characterized by commitment to learning by educator and student. Student engagement to the task at hand is consistent.
- The educator's management of instructional groups and/or the handling of materials and supplies are consistent. The educator ensures that students follow established classroom routines.
- The educator will monitor student behavior and respond to student misbehavior. Educator response to student misbehavior is consistent, appropriate and respectful to students.
- The educator ensures the classroom is safe, and learning is accessible to all students. The educator ensures that the physical arrangement is appropriate to the learning activities. The educator makes effective use of physical resources, including computer technology.
- The educator clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The educator's explanation of content is clear and accurate and connects with students' knowledge and experience. Educator's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
- The educator's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The educator engages all students in the discussion and encourages them to respond to one another.
- The educator creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
- The educator uses assessments to support instruction, through frequent monitoring of progress by educator and/or students. Educator feedback to students is regular and accurate. The educator ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
- The educator modifies the lesson when needed and responds to student questions and interests. The educator seeks approaches for students who have difficulty learning.
- The educator’s reflection on a lesson provides an accurate and objective description. The educator can make suggestions as to how the lesson might be improved.
- The educator communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
- The educator participates in the professional community and in school and district events and projects. The educator maintains positive and productive relationships with colleagues, administrators and parents.
- The educator participates in professional development based on an individual assessment of need and actively shares information with others. The educator accepts and acts upon feedback from supervisors and colleagues.
- The educator displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
- The educator supervises students or assists with supervision in both teaching and not teaching situations.
- Other duties as assigned.
- Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community.
- Ability to instruct students effectively and capably.
- Ability to maintain emotional control under stress.
- Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
- Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
- Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
- Regular and consistent work attendance.
- Possess a Master’s Degree in Social Work
- Understanding and experience with curriculum design, planning and instruction
- Strong communication skills (written and oral)
LICENSES AND OTHER REQUIREMENTS: Valid driver’s license and Illinois Professional Educator License (PEL).
KNOWLEDGE AND ABILITIES:
- Principles of social work and case management.
- Individual and group behavior and effect of social and economical forces on individuals.
- Current social and economic issues.
- Physical, intellectual, social and emotional growth patterns of students.
- Principles and techniques of interviewing and recording social case work.
- Community resources.
- Research methods and report writing techniques.
- Oral and written communication skills.
- Interviewing methods and techniques.
- Applicable sections of the State Education Code.
- Principles of individual and group counseling.
- Cultural differences in student population.
- Research pupils’ educational and social background and identify current behaviors.
- Counsel students, parents, and families individually or in groups to enable students to identify and attain good academic achievement, behavior, and attendance.
- Coordinate and enhance communications between school, parents, community agencies, and students.
- Interview pupils, parents, school staff and community members and interpret data received.
- Make referrals to appropriate persons and agencies as indicated by the case plan.
- Work confidently with discretion.
- Organize, prepare, and make oral presentations.
- Drive personal vehicle to perform duties as specified under established guidelines.
- Speak and write effectively.
- Establish and maintain effective relationships with staff, students, parents, and the public.